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Abstract

Few high-achieving, university-bound, female high school students are choosing
to pursue a mathematics degree at university. Researchers have discussed a wide
range of factors that may account for this situation. This thesis is a two-stage mixedmethods
research investigation of the factors that influence mathematically-able
(above 70% in advanced mathematics courses), university-bound women’s decision
to pursue or not pursue a mathematics degree. Students in two Grade 12 advanced
level classes in mathematics were surveyed regarding their post secondary career and
schooling intentions. The data were analyzed in three different ways: comparing male
to female mathematics students generally, comparing men and women who intend to
pursue mathematics after high school versus those who do not, comparing women
who intend to pursue mathematics as a major to those who do not. Findings from the
first stage survey indicated that women and men had chosen to pursue mathematics at
university in equally low numbers. Females’ intentions to pursue a particular career
were linked to genuine interest whereas males’ reasons were linked to pay as well as
genuine interest. Women who were intending to pursue a mathematics degree
identified teachers as their person of greatest influence.In the second stage of the study five female students who were intending to
pursue mathematics at university and five who were not were selected from the larger
group for interviews. Interview data indicated that despite equally strong achievement
levels in high school the two groups of women differed greatly in their self-confidence in
their mathematical ability and their view of mathematics teachers. Recommendations for
further research are discussed.